‘Leaders have a good understanding of the needs of pupils who have special educational needs and/or disabilities, and monitor their progress carefully’ OFSTED 2017
‘Good levels of support are provided for vulnerable pupils, particularly for those with medical needs’ OFSTED 2017
The Learning Support Department is a busy and successful department at The Snaith School. The function of the department is to stretch and challenge pupils in their learning by providing them with the means to access the curriculum by removing any barriers to learning individuals may experience.
The Special Education Needs and Disability Co-ordinator for the school is Karen Western, B.A. P.G.C.E. Cert Adv Ed (SEN)
The Teaching Assistant team consists of the following personnel:
HLTA/ELSA/Level 3 TA Paula Price
Level 3 TA Lindie Brinded
Level 2 TAs Christine Howse, Clair Raeper, Emma Hare, Jacqui Byers,
Level 1 TAs Morag Benson, Lorraine Johnson, Robert Fruen, Sam Cubbin, Samantha Lister
KS3 Support Information
We aim to encourage pupils toward independent learning and help them achieve this goal through carefully targeted support throughout the lower school. This support is available in many different forms, for example:
- TA can be located within a classroom to work with a selected group, or an individual pupil to support the teacher who will have provided differentiated tasks
- Intervention for pupils just below the expected level is available in the form of a term’s booster sessions held during registration time from 8.55-9.15am. Pupils follow programmes designed to boost basic numeracy skills, social skills, developing working memory, handwriting or basic spelling and reading skills through Precision Teaching.
- A pupil may be withdrawn from a lesson if their basic skill level is well below the average standard score range of 90-110, or if a pupil has a difficulty such as a sensory or physical disability, support can be adapted to suit the individual need, for example: differentiating or enlarging worksheets or exam papers, photocopying onto coloured paper, use of specially adapted equipment, use of a laptop as part of normal classroom practice and for exams or coloured overlays. Providing safe storage of equipment or special resources or following a physiotherapy or speech therapy programme, as recommended by the specialist support service or Educational Psychologist.
There is also lunchtime homework support room available each day from 12.30 to 1.30 pm where a Teaching Assistant, supported by Year 11 prefect is on duty each day with prefect support to ensure that help is available for pupils in the organization and completion of tasks.
Students are not withdrawn from GCSE subjects in Years 10 and 11as this could impact on the completion of courses so individual support is available from the SENDCO and Level 3 Teaching Assistants during registration time (8.55-9.15 am) as required.
Students who have received any form of additional support are screened in January of Year 9 students who meet the assessment criteria are then tested individually during the summer term of Year 9 to determine whether they would be allowed Access Arrangements in GCSE examinations. (This could be an arrangement such as use of a reader or extra time for example.)
Once approved by the examination board the student their parents will be informed by letter with an explanation of the access arrangement they have been granted. The student will then receive the same support in all test and exam practices as the arrangements are made part of normal practice. These arrangements apply to all examinations until the student leaves the school. This information is shared with the college of their choice to ensure consistent practice.